9,453 research outputs found
Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'
This paper presents an educational case study of âMedia Culture 2020â, an EU Erasmus
Intensive Programme that utilised a range social media platforms and computer software
to create open, virtual spaces where students from different countries and fields could
explore and learn together. The multi-disciplinary project featured five universities from
across Europe and was designed to develop new pedagogical frameworks to encourage
collaborative approaches to teaching and learning in the arts. The main objective of
the project was to break down classroom and campus walls by creating digital learning
environments that facilitated new forms of production, transmission and representation of
knowledge. Media Culture 2020 was designed to pilot a novel mode of âblended learningâ,
demonstrating a number of ways in which âWeb 2.0â networked technologies might be
adopted by academics to encourage open and collaborative modes of practice. The project
utilised a number of social media platforms (including Facebook, Twitter, Google+, Google
Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set
of students from different cultural and international contexts. In doing so, Media Culture
2020 enabled participants with a diverse range skills and cultural experiences to develop
new working practices that respond to the convergence of digital media and art, as well
as the internationalisation of media production and business, through the use of open,
interactive software
Report on the Implementation of Work Package 4 âSelection and Testing New ICT Toolsâ in the Framework of the IRNet Project
This article, prepared by an international team of authors â researchers from
different scientific areas, connected with ICT, e-learning, pedagogy, and other
related disciplines â focuses on the objectives and some results of the IRNet
international project. In particular, this article describes the research tools, methods,
and some procedures of the Work Package 4 (WP4) âSelection and Testing New ICT toolsâ: Objectives, Tasks, Deliverables, and implementation of research trips.
Researchers from partner universities have analysed the results of WP4 in the
context of the next stages and Work Packages of the IRNet project â International
Research Network
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, âPeals in the Cloudâ, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
Innovative models for collaboration and student mobility in Europe
This report is based on new developments in higher education and international collaboration as collected by EADTU's Task Force and Peer Learning Activity on Virtual Mobility. The result is a report on three types of collaboration mobility: physical, blended and online. Main parameters for innovative education and mobility formats are defined as well as basic principles of international course and curriculum design. Examples illustrate the complete opportunity space between fully face to face and fully online collaboration. They relate to mobility within single courses, exchange mobility (classical Erasmus), networked programmes and mobility windows and joint programmes with embedded mobility. Mobility offers opportunities to institutions to strengthen their programmes and to students to enrich their study. They benefit from an international learning experience or following courses not provided by their own institution. The report shows concrete mobility schemes used in the membership (and beyond). It underpins policies for international networking and delivers tools to organise innovative education and mobility formats
INNOVATIVE MODELS OF WEBâSUPPORTED UNIVERSITYâSCHOOL PARTNERSHIPS
This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and postâsecondary levels. These communities provide opportunities for sustained theoryâpractice dialogue between teachers at different stages of their professional development and opportunities for âboundary spanningâ between courses, practica, preâ and inâservice education, graduate seminars, and collaborative research activities. Key words: teacher education, professional development, collaborative reflective practice, networked communitiesCette Ă©tude explore les possibilitĂ©s dâInternet, entre autres, le Web et certains de ses outils pour soutenir des Ă©changes propices Ă lâĂ©tablissement de liens thĂ©orieâpratique au sein de communautĂ©s en rĂ©seau. Trois modĂšles sont prĂ©sentĂ©s, chacun ayant conduit Ă la mise Ă lâavant de solutions novatrices pour lâintĂ©gration rĂ©ussie des technologies de lâinformation et de la communication (TIC) aux niveaux primaire, secondaire et postsecondaire. Les communautĂ©s en rĂ©seau ont fourni des occasions de rĂ©flexion et de mise en relation dâactivitĂ©s de cours et de stages, de formation initiale et continue ainsi que de recherches rĂ©alisĂ©es en collaboration. Mots clĂ©s: formation des enseignants, dĂ©veloppement professionnel, pratique rĂ©flexive, communautĂ©s en rĂ©seau
Learning in Social Networks: Rationale and Ideas for Its Implementation in Higher Education
The internet has fast become a prevalent medium for collaboration between people and social networks, in particular, have gained vast popularity and relevance over the past few years. Within this framework, our paper will analyse the role played by social networks in current teaching practices. Specifically, we focus on the principles guiding the design of study activities which use social networks and we relate concrete experiences that show how they contribute to improving teaching and learning within a university environment
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